Ross Greene adds in his book The Explosive Child, “Kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated. Try not to view it as something negative that needs to go away.įor example, when a student suddenly started throwing crayons, she was not being “mean.” Cusack explains that “… behavior is communication-there is a function to every behavior.” When we recognize that function, then we can meet that student’s needs in a more appropriate way.ĭr. When we see challenging behavior, think of it as an unsolved problem. The first and most important way to de-escalate a situation is to adjust how you think about behavior. Let’s explore these four main strategies with practical art room application! 1. Access your school’s Student Services resources to best support your students and their needs.
#ANGRY GIANT ART PROFESSIONAL#
Christine Cusack is a trained professional in counseling, but you might not be. Your students may have varying developmental levels. There are four main strategies based on Motivational Interviewing and they are:Īs you read through these strategies, consider adjusting your approach. Cusack provides practical de-escalation strategies to apply in the art room at any level. She is also a Certified Clinical Trauma Professional. Yet sometimes students become dysregulated despite our best-laid structures.īefore we jump into de-escalation strategies with a professional social worker, here are five art room defusion techniques at a glance in this complimentary download.Ĭhristine Cusack, Ed.S., is a Licensed Clinical Social Worker at an elementary school in IL. How can we diffuse the situation? Understanding and practicing social and emotional learning is the first step to preventing challenging behavior. We all have students who become angry, frustrated, and overwhelmed.
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